Glenda Palomino's Lesson Plans for the Week of Sep 29, 2019
Mon, Sep 30 (Day A)
PROTOCOL (8:30 AM - 8:45 AM)
MORNING MEETING (8:45 AM -
9:00 AM)
1. Enter the room with
Buenos Dias
2. In Lak'ech
3. Abuelito
4. Go over Schedule/
Calendar
6. Sharing with each other
what they did during the
weekend and write about it.
"Weekend News"
MATH 2 (9:00 AM - 10:30 AM)
9:00 - 9:15
Dibels Comprehension Q’s
1.Teacher will present 4
types of questions that would
be present in the dibels math
test.
Glenda Palomino
Tue, Oct 1 (Day B)
PROTOCOL (8:30 AM - 8:45 AM)
MORNING MEETING (8:45 AM -
9:00 AM)
1. Enter the room with
Buenos Dias
2. In Lak'ech
3. Abuelito
4. Mana Creed
5. Go over Schedule/
Calendar
5. Mindfulness Practice
MATH 2 (9:00 AM - 10:30 AM)
9:00 - 9:15
Dibels Comprehension Q’s
1.Teacher will present 4
types of questions that would
be present in the dibels math
test.
Wed, Oct 2 (Day C)
PROTOCOL (8:30 AM - 8:45 AM)
MORNING MEETING (8:45 AM -
9:00 AM)
1. Enter the room with
Buenos Dias
2. In Lak'ech
3. Abuelito
4. Mana Creed
5. Go over Schedule/
Calendar
5. Mindfulness Practice
MATH 2 (9:00 AM - 10:30 AM)
9:00 - 9:15
Dibels Comprehension Q’s
1.Teacher will present 4
types of questions that would
be present in the dibels math
test.
Thu, Oct 3 (Day D)
PROTOCOL (8:30 AM - 8:45 AM)
MORNING MEETING (8:45 AM -
9:00 AM)
1. Enter the room with
Buenos Dias
2. In Lak'ech
3. Abuelito
4. Mana Creed
5. Go over Schedule/
Calendar
5. Mindfulness Practice
MATH 2 (9:00 AM - 10:30 AM)
9:00 - 9:15
Dibels Comprehension Q’s
1.Teacher will present 4
types of questions that would
be present in the dibels math
test.
Fri, Oct 4 (Day E)
PROTOCOL (8:30 AM - 8:45 AM)
MORNING MEETING (8:45 AM -
9:00 AM)
1. Enter the room with
Buenos Dias
2. In Lak'ech
3. Abuelito
4. Mana Creed
5. Go over Schedule/
Calendar
5. Mindfulness Practice
MATH 2 (9:00 AM - 10:30 AM)
9:00 - 9:15
Dibels Comprehension Test
Whole Classroom Centers
9:15 - 10:15
Scholars will practice
different skills in different
Page 1 of 12
 Mon, Sep 30 (Day A)
2.Teacher will review
strategies scholars can use
to solve each problem.
3. Scholars will solve the
problems on their
whiteboards
9:15 - 9:25
Number of the Day
1. scholars have to draw a
number in base ten blocks,
write it in word form, write if
its even or odd, write it in
expanded form, write what is
10 more, write what is 10
less.
2. I will ask scholars to take
out their notebooks, write the
date, and write the number.
Then I will remind them what
they need to do for each
box.
3. scholars will then fill each
box as I walk around and
check their work.
4. I will then correct with
them.
9:25 - 10:00
Mid Chapter Checkpoint
Glenda Palomino
Tue, Oct 1 (Day B)
2.Teacher will review
strategies scholars can use
to solve each problem.
3. Scholars will solve the
problems on their
whiteboards
9:15 - 9:25
Number of the Day
1. scholars have to draw a
number in base ten blocks,
write it in word form, write if
its even or odd, write it in
expanded form, write what is
10 more, write what is 10
less.
2. I will ask scholars to take
out their notebooks, write the
date, and write the number.
Then I will remind them what
they need to do for each
box.
3. scholars will then fill each
box as I walk around and
check their work.
4. I will then correct with
them.
Whole Classroom Instruction
9:25 - 10:15
Wed, Oct 2 (Day C)
2.Teacher will review
strategies scholars can use
to solve each problem.
3. Scholars will solve the
problems on their
whiteboards
9:15 - 9:25
Number of the Day
1. scholars have to draw a
number in base ten blocks,
write it in word form, write if
its even or odd, write it in
expanded form, write what is
10 more, write what is 10
less.
2. I will ask scholars to take
out their notebooks, write the
date, and write the number.
Then I will remind them what
they need to do for each
box.
3. scholars will then fill each
box as I walk around and
check their work.
4. I will then correct with
them.
Whole Classroom Instruction
9:25 - 10:15
Thu, Oct 3 (Day D) Fri, Oct 4 (Day E)
2.Teacher will review centers in order to review our
strategies scholars can use work.
to solve each problem. - Making hundreds out of
3. Scholars will solve the tens.
problems on their - Adding and subtracting by
whiteboards 10 and 100
- Find the next two numbers
9:15 - 9:25 in the pattern.
Number of the Day - Comparing three digit
1. scholars have to draw a numbers
number in base ten blocks, - Writing a three digit number
write it in word form, write if in its different forms.
its even or odd, write it in
expanded form, write what is
10 more, write what is 10
less.
2. I will ask scholars to take
out their notebooks, write the
date, and write the number.
Then I will remind them what
they need to do for each
box.
3. scholars will then fill each
box as I walk around and
check their work.
4. I will then correct with
them.
Whole Classroom Instruction
9:25 - 10:15
Page 2 of 12
 Mon, Sep 30 (Day A)
Scholars will answer a couple
of questions of the skills they
have learned so far in the last
week.
10:00 - 10:15
Reflex Math
Glenda Palomino
Tue, Oct 1 (Day B)
Ms. Palomino
Core Standard:
CCSS.Math.Content.2.NBT.A
.2
Learning Intention: Scholar is
able to recognize the
counting pattern and what
two numbers come after.
Rational: Scholars should be
able to understand what
place value is changing in
order to see the counting
pattern.
Success criteria: If a scholar
is able to recognize which
place value is changing each
time and what will come
after.
Explicit Instruction:
I do: First, we will go over
the objective for the day. I will
then display to scholars an
example of a counting
pattern. I will ask them to
look a it closely and notice
what is changing each time
and what is not changing. I
will have them turn and talk
to a partner. Scholars will
Wed, Oct 2 (Day C)
Ms. Palomino
Core Standard:
CCSS.Math.Content.2.OA.A1
Learning Intention: Scholar is
able to solve word problems
about comparing numbers by
using a model.
Rational: Scholar should gain
different skills to solving word
problems such as using a
picture model.
Success criteria: If scholar is
able to draw an accurate
model and understand what
they are supposed to solve.
Explicit Instruction:
I do: I will begin by
introducing the objective for
the days. I will explain that
when solving word problems
it is important that we
recognize what they are
asking us to solve, recognize
the figures, and cross
anything out that is not
important.
We do: Together we will go
over the word problems. We
will read the problems
Thu, Oct 3 (Day D) Fri, Oct 4 (Day E)
Ms. Palomino
Core Standard:
CC.SS.Math.Content.2NBT.A
.4
Learning Intention: Scholar is
able to compare numbers by
looking at the greatest place
value.
Rational: Scholars should be
able to recognize if a number
is greater, lesser than, or
equal.
Success criteria: If a scholar
is able to look at the greatest
place value to find the
greater number and use the
right symbol to compare.
Explicit Instruction:
I do: I will first introduce
scholars with the objective for
the day. I will the introduce or
topic of how to compare
numbers with this video.
https://www.youtube.com/wat
ch?v=M6Efzu2slaI
https://www.youtube.com/wat
ch?v=3qisu9NF1_0
I will then show scholars how
I would solve a couple of
Page 3 of 12
 Mon, Sep 30 (Day A) Tue, Oct 1 (Day B)
then share what they are
seeing. I will verify whether
their observations are correct
or not. I will have them notice
what place value is changing,
how much it's changing by,
and which digits are staying
the same. I will then explain
that by noticing what's
changing we can figure out
the next few numbers in the
pattern.
We do: As a class we will
go over a couple of more
problems together. I will ask
scholars to try to identify the
pattern (what number is
changing each time). They
will turn and talk with a
partner to get ideas. We will
then fill out the next two
numbers.
You do: Scholars will get to
solve some problems on their
own. They will have to find
the counting pattern and
write the next two numbers.
Glenda Palomino
Wed, Oct 2 (Day C)
together, underline and circle
the relevant information,
draw our model and solve the
problem. We will continue
doing this with the next few
problems.
Thu, Oct 3 (Day D) Fri, Oct 4 (Day E)
problems. I will tell them to
remember to look at the
greatest place value; if the
two numbers have the same
digit then go to the next place
value.
We do: I will ask scholars
to help me solve problems #3
and #4. I will ask them to
remind me what is the first
step in solving the problem
and so on. Once we know
the greatest number which
symbol should we use.
You do: Scholars will
solve some problems on their
own. I will be walking around
the room to check on their
work and give feedback.
3. Based on that
assessment I will see if
we need to keep
practicing comparing
numbers on the
whiteboards or if we can
go ahead and start
working on the Go Math
Books.
Page 4 of 12
 Mon, Sep 30 (Day A)
LANGUAGE ARTS 2 (10:30 AM -
11:00 AM)
10:30 - 11:00
Inflectional endings
I do: I will review with
scholars inflectional endings
that you can add to verbs.
We will review with the
following video.
-ed, -ing
https://youtu.be/jxl28KQOHy
4 identifying them in some
https://youtu.be/nipQ0bNcpB
g underline topic sentences
We do: I will ask scholars
that they will have to add the
correct inflectional ending to
some verbs.
Ex: Cook, walk, dance, listen,
watch.
They will be told to “Write the
word that means to cook
now” or to “Write the word
that means to cook in the
past.” Students will have their
Glenda Palomino
Tue, Oct 1 (Day B)
LANGUAGE ARTS 2 (10:30 AM -
11:00 AM)
10:30 - 11:00
Writing Introduction:
Scholars will be introduced
that a paragraph should have
4 important parts. A topic
sentence, star ideas, details,
and conclusion sentence.
We will go over the different
parts of a paragraph by
sample paragraphs. We will
and conclusion sentences
with green. Star Ideas with
yellow. Details with red. As
we are underlining the
different parts I will go over
the differences between the
different parts.
Wed, Oct 2 (Day C)
LANGUAGE ARTS 2 (10:30 AM -
11:00 AM)
10:30 - 11:00
Writing Introduction:
Scholars will be introduced
that a paragraph should have
4 important parts. A topic
sentence, star ideas, details,
and conclusion sentence.
We will go over the different
parts of a paragraph by
identifying them in some
sample paragraphs. We will
underline topic sentences
and conclusion sentences
with green. Star Ideas with
yellow. Details with red. As
we are underlining the
different parts I will go over
the differences between the
different parts.
Thu, Oct 3 (Day D)
4. Students will complete
the problems on the book
on their own while I walk
around.
LANGUAGE ARTS 2 (10:30 AM -
11:00 AM)
10:30 - 11:00
Writing Introduction:
Scholars will be introduced
that a paragraph should have
4 important parts. A topic
sentence, star ideas, details,
and conclusion sentence.
We will go over the different
parts of a paragraph by
identifying them in some
sample paragraphs. We will
underline topic sentences
and conclusion sentences
with green. Star Ideas with
yellow. Details with red. As
we are underlining the
different parts I will go over
the differences between the
different parts.
Fri, Oct 4 (Day E)
LANGUAGE ARTS 2 (10:30 AM -
11:00 AM)
10:30 - 11:00
Writing Introduction:
Scholars will be introduced
that a paragraph should have
4 important parts. A topic
sentence, star ideas, details,
and conclusion sentence.
We will go over the different
parts of a paragraph by
identifying them in some
sample paragraphs. We will
underline topic sentences
and conclusion sentences
with green. Star Ideas with
yellow. Details with red. As
we are underlining the
different parts I will go over
the differences between the
different parts.
Page 5 of 12
 Mon, Sep 30 (Day A)
whiteboards where they will
write down their word.
After we will review
identifying the root word by
removing the inflectional
ending.
LUNCH (11:00 AM - 11:30 AM)
LANGUAGE ARTS 2 (11:30 AM -
12:45 PM)
11:40 - 12:00
I do: I will review with
scholars that the subject in
the sentence is who is doing
the action/verb. The
predicate is what the subject
is doing. We will review with
the following videos.
Subject & Predicate
https://www.youtube.com/wat
ch?v=u7GRLFb-sI4
We do: I will display a couple
of sentences and together we
will work on identifying the
subject and the predicate.
I do: Students will be given
sentences and they will have
to underline the subject red
and the predicate green.
Glenda Palomino
Tue, Oct 1 (Day B)
LUNCH (11:00 AM - 11:30 AM)
LANGUAGE ARTS 2 (11:30 AM -
12:45 PM)
11:40 - 12:00
I do: I will introduce scholars
to different types of
sentences:
Statements, Questions,
Exclamations, Commands.
https://www.youtube.com/wat
ch?v=UuwO0hTEeV0
We do: I will display different
types of sentences and allow
scholars to talk to their
neighbor and discuss what
type of sentence they think it
is.
You do: Sort the different
types of sentences.
Students will pick a sentence
at random and go to the right
Wed, Oct 2 (Day C)
LUNCH (11:00 AM - 11:30 AM)
LANGUAGE ARTS 2 (11:30 AM -
12:45 PM)
11:40 - 12:00
I do: Today we will discuss
the idea of adding details to
sentences. We can start off
really simple like with
Ex: The girl ->
and then add details such as:
The fun girl
Or we could add more details
to the predicate
Ex: runs to the house -> runs
to the house quickly.
We do: Together we will work
on expanding a sentence by
adding more details to the
subject and predicate.
You do: Scholars will be
given a starter sentence.
Thu, Oct 3 (Day D)
LUNCH (11:00 AM - 11:30 AM)
LANGUAGE ARTS 2 (11:30 AM -
12:45 PM)
11:40 - 12:00
I do: Today, scholars will be
introduced to the concept of
using quotation marks in
writing. I will introduce them
to quotations through this
video.
Quotation Marks
https://www.youtube.com/wat
ch?v=jFLdsh47Nbc
We do: We will re-read
“Maria Celebrates Brazil” as
students look for examples of
quotation marks. I will write
any of their examples on the
board and I will discuss what
are some features, patterns,
rules that we see when using
quotations.
Fri, Oct 4 (Day E)
LUNCH (11:00 AM - 11:30 AM)
LANGUAGE ARTS 2 (11:30 AM -
12:45 PM)
11:40 - 12:00
I do: I will introduce to
students the idea of using
possessive nouns. We will
watch this video as an
introduction.
https://www.youtube.com/wat
ch?v=1WCiBzYwTk4
I will explain to scholars that
when we are talking about
someone owning an object or
something being part of
something. You use an
apostrophe s to show who
owns them.
The will first be given an
example sentence such as
“Carrey has a cat.” This can
be turned into Carrey’s cat.
Page 6 of 12
 Mon, Sep 30 (Day A)
Students will also be given
sentences with missing
subjects or predicates and
they will have to come up
with their own.
12:00 - 12:20
Lexia: Scholars will work on
their level of Lexia. ( I will pull
some students back and
work on skills they might
need help on)
12:20 - 12:30
Readworks: Scholars will be
given an article that is
specific to their reading level
and they will have to answer
some comprehension
questions.
12:30 - 12:50
Your Turn Practice Book:
Scholars will work on some
pages of their practice book
(practicing vocabulary,
sounds, and grammar)
Isela: A group of scholars will
be with Isela working on
reading skills (sight words,
word families, cvc reading)
Glenda Palomino
Tue, Oct 1 (Day B)
corner of the room. Each
corner will represent a
different kind of sentence.
Students will meet together
at each corner and get to
share what they have.
Students will then have one
more chance to stay or
change corners.
12:00 - 12:20
Lexia: Scholars will work on
their level of Lexia. ( I will pull
some students back and
work on skills they might
need help on)
12:20 - 12:30
Readworks: Scholars will be
given an article that is
specific to their reading level
and they will have to answer
some comprehension
questions.
12:30 - 12:50
Your Turn Practice Book:
Scholars will work on some
pages of their practice book
(practicing vocabulary,
sounds, and grammar)
Isela: A group of scholars will
be with Isela working on
Wed, Oct 2 (Day C)
They will be asked to add
detail to the subject or
predicate in order to make
the sentence more
interesting.
12:00 - 12:20
Lexia: Scholars will work on
their level of Lexia. ( I will pull
some students back and
work on skills they might
need help on)
12:20 - 12:30
Readworks: Scholars will be
given an article that is
specific to their reading level
and they will have to answer
some comprehension
questions.
12:30 - 12:50
Your Turn Practice Book:
Scholars will work on some
pages of their practice book
(practicing vocabulary,
sounds, and grammar)
Isela: A group of scholars will
be with Isela working on
reading skills (sight words,
word families, cvc reading)
Thu, Oct 3 (Day D)
12:00 - 12:20
Lexia: Scholars will work on
their level of Lexia. ( I will pull
some students back and
work on skills they might
need help on)
12:20 - 12:30
Readworks: Scholars will be
given an article that is
specific to their reading level
and they will have to answer
some comprehension
questions.
12:30 - 12:50
Six minute solution:
Scholars will be partnered
up and have to read a
passage to their neighbor
while the other checks their
work. Then they will trade
turns.
Isela: A group of scholars will
be with Isela working on
reading skills (sight words,
word families, cvc reading)
Ms. T.: A couple of students
will be working on their letter
names and letter sounds.
Sounding out cvc words.
Fri, Oct 4 (Day E)
I will show a couple more
examples.
We do: I will provide scholars
a couple more examples of
sentences that we could use
possessive nouns. Scholars
will help me turn them into
that.
You do: scholars will have to
write the possessive nouns
on their whiteboards after
given a sentence.
12:00 - 12:20
Lexia: Scholars will work on
their level of Lexia. ( I will pull
some students back and
work on skills they might
need help on)
12:20 - 12:30
Readworks: Scholars will be
given an article that is
specific to their reading level
and they will have to answer
some comprehension
questions.
12:30 - 12:50
Six minute solution:
Scholars will be partnered
up and have to read a
Page 7 of 12
 Mon, Sep 30 (Day A)
Ms. T.: A couple of students
will be working on their letter
names and letter sounds.
Sounding out cvc words.
RECESS (12:45 PM - 1:00 PM)
SCIENCE/SOCIAL STUDIES
(1:00 PM - 2:00 PM)
Core Standard: Examine
civic responsibility and
demonstrate good
citizenship.
Describe characteristics of
being a good citizen through
the examples of historic
figures and ordinary citizens.
Learning Intention: Scholars
should be able to recognize
the features of someone that
is a good citizen.
Glenda Palomino
Tue, Oct 1 (Day B)
reading skills (sight words,
word families, cvc reading)
Ms. T.: A couple of students
will be working on their letter
names and letter sounds.
Sounding out cvc words.
RECESS (12:45 PM - 1:00 PM)
SCIENCE/SOCIAL STUDIES
(1:00 PM - 2:00 PM)
Core Standard: Examine
civic responsibility and
demonstrate good
citizenship.
Describe characteristics of
being a good citizen through
the examples of historic
figures and ordinary citizens.
Learning Intention: Scholars
should be able to recognize
the features of someone that
is a good citizen.
Wed, Oct 2 (Day C)
Ms. T.: A couple of students
will be working on their letter
names and letter sounds.
Sounding out cvc words.
RECESS (12:45 PM - 1:00 PM)
SCIENCE/SOCIAL STUDIES
(1:00 PM - 2:00 PM)
Core Standard: Science
Standard 1
Learning Intention: I can
frame questions: Observe
using senses, create a
hypothesis, and focus a
question that can lead to an
investigation.
Rational: Scholars are able to
use their different senses to
figure out the hidden object.
Thu, Oct 3 (Day D) Fri, Oct 4 (Day E)
passage to their neighbor
while the other checks their
work. Then they will trade
turns.
Isela: A group of scholars will
be with Isela working on
reading skills (sight words,
word families, cvc reading)
Ms. T.: A couple of students
will be working on their letter
names and letter sounds.
Sounding out cvc words.
RECESS (12:45 PM - 1:00 PM) RECESS (12:45 PM - 1:00 PM)
SCIENCE/SOCIAL STUDIES
(1:00 PM - 2:00 PM)
Core Standard: Science
Standard 1
Learning Intention: I can
frame questions: Observe
using senses, create a
hypothesis, and focus a
question that can lead to an
investigation.
Rational: Scholars are able to
use their different senses to
figure out the hidden object.
Page 8 of 12
 Mon, Sep 30 (Day A)
Rational: Scholars that are in
this age are still learning
about the world and what it
means to be part of it. I want
scholars to understand that it
is important that we are
giving our best in our day to
day lives.
Success criteria: Scholar is
able to figure out the features
of a good citizen.
Explicit Instruction:
I do: We will begin by
discussing our objective for
the day. I will tell scholars
that I will give them a chance
to talk to the people around
them and discuss different
questions that they will then
share. I want scholars to
recognize how the objective
can be related to their lives.
We do: Scholars will
discuss these different
scenarios with people around
them.
• Tell a story about a time
you told the truth, even
Glenda Palomino
Tue, Oct 1 (Day B)
Rational: Scholars that are in
this age are still learning
about the world and what it
means to be part of it. I want
scholars to understand that it
is important that we are
giving our best in our day to
day lives.
Success criteria: Scholar is
able to figure out the features
of a good citizen.
Explicit Instruction:
I do: We will review what it
means to be a good citizen.
Together we will watch
several videos. I want
scholars to think about what
makes the examples in the
videos good citizens.
We do:
How to change the world:
https://www.youtube.com/
watch?v=4z7gDsSKUmU&lis
t=PLOpTtQXXkGs2e33tVszv
FK7SW7stNWUys&index=5
Citizen Kid by Disney:
https://www.youtube.com/
watch?v=UDe1xuQFwPE
https://www.youtube.com/
Wed, Oct 2 (Day C)
Success criteria: If a scholar
is able to create a hypothesis
and discuss it with their
classmates. Their hypothesis
needs to be based on their
observations.
Explicit Instruction:
I do: I will first begin by
explaining to students the
activity for the day. I will tell
my expectations and we will
model how the activity should
look like.
You do: Students will take
time rotating from different
sock stations. They will have
to stick their hands in and
guess what’s inside. They will
have to make notes of their
observations. How does it
feel? What texture? How big
is it? What is my guess?
We do: Students will come
together and discuss their
hypothesis about what’s
inside the socks. Then they
will have to come up with
questions that would help
them narrow down their
answers.
Thu, Oct 3 (Day D) Fri, Oct 4 (Day E)
Success criteria: If a scholar
is able to create a hypothesis
and discuss it with their
classmates. Their hypothesis
needs to be based on their
observations.
Explicit Instruction:
I do: I will first begin by
explaining to students the
activity for the day. I will tell
my expectations and we will
model how the activity should
look like.
You do: Students will take
time rotating from different
sock stations. They will have
to stick their hands in and
guess what’s inside. They will
have to make notes of their
observations. How does it
feel? What texture? How big
is it? What is my guess?
We do: Students will come
together and discuss their
hypothesis about what’s
inside the socks. Then they
will have to come up with
questions that would help
them narrow down their
answers.
Page 9 of 12
 Mon, Sep 30 (Day A) Tue, Oct 1 (Day B) Wed, Oct 2 (Day C) Thu, Oct 3 (Day D) Fri, Oct 4 (Day E)

though that was a difficult watch?v=hZHtn4_Xtgc

thing to do. https://www.youtube.com/
• Tell a story about a time watch?v=6D5bUoRI720
you felt happy or sad for
somebody or something. Historical Figures:
• Tell a story about someone Cesar Chavez:
you respect. https://www.youtube.com/wat
• Tell a story about a time ch?v=Ns5NMHTk-yY
you took responsibility for
MLK: https://www.youtube.co
something you had done
m/watch?v=4xXZhXTFWnE
or said.
• Tell a story about being
brave.

You do: Scholars will then

share some of their
responses.
If there is more time I want
scholars to discuss what
would a good citizen do in
the following scenarios.
For last night's homework,
you were supposed to read a
story and be ready to tell it to
the class today in your own
words. You didn't read a story
last night because you were
having too much fun playing
video games. You figured
you could remember an old
story. When your teacher

Glenda Palomino Page 10 of 12

 Mon, Sep 30 (Day A) Tue, Oct 1 (Day B) Wed, Oct 2 (Day C) Thu, Oct 3 (Day D) Fri, Oct 4 (Day E)

calls on you, you are

suddenly nervous and can't
remember any stories at all.
What should you do?

You borrow a great book

from your classroom. It's a lot
of fun to read. By accident,
you spill chocolate milk on
the book. It's a mess. You
take the book out of your
book bag as soon as you get
to your classroom. The
teacher is busy. You could
just take the book back to the
shelf and leave it there. What
should you do? Why?

LATINX STUDIES (2:00 PM - 2:50 MUSIC/DANCE (2:00 PM - 2:50 LATINX STUDIES (2:00 PM - 2:50 MUSIC/DANCE (2:00 PM - 2:50
PM) PM) PM) PM)

2:00 - 2:10 2:00 - 2:10

Scholars will practice Scholars will practice
together as a class the song together as a class the song
Abuelito. Abuelito.

2:10 - 2:30 2:10 - 2:30

Group 1 Will go with Ms. Group 1 Will go with Ms.
Isela to learn the rest of the Isela to learn the rest of the
verses from Abuelito. verses from Abuelito.

Glenda Palomino Page 11 of 12

 Mon, Sep 30 (Day A) Tue, Oct 1 (Day B) Wed, Oct 2 (Day C) Thu, Oct 3 (Day D) Fri, Oct 4 (Day E)

Group 2 Will stay with Ms. Group 2 Will stay with Ms.
Palomino: We will read the Palomino: We will review
story of the Princess and the information about the maya:
Warrior. I want scholars to be https://www.youtube.com/wat
exposed to another Aztec ch?v=RXgrcpmFXt0
legend and to learn more Scholars will be introduced to
about the culture. the Mayan Number System.
My group will be introduced We will practice writing
to the history of the Mayas. numbers up to 19.
https://www.youtube.com/wat
ch?v=iaKofHyZ00c 2:30 - 2:50
Group 2 Will go with Ms.
2:30 - 2:50 Isela to learn the rest of the
Group 2 Will go with Ms. verses from Abuelito.
Isela to learn the rest of the Group 1 Will stay with Ms.
verses from Abuelito. Palomino: We will review
Group 1 Will stay with Ms. information about the maya:
Palomino: We will read the https://www.youtube.com/wat
story of the Princess and the ch?v=RXgrcpmFXt0
Warrior. I want scholars to be Scholars will be introduced to
exposed to another Aztec the Mayan Number System.
legend and to learn more We will practice writing
about the culture. numbers up to 19.
My group will be introduced
to the history of the Mayas.
https://www.youtube.com/wat
ch?v=iaKofHyZ00c

CLEAN UP (2:50 PM - 3:00 PM) CLEAN UP (2:50 PM - 3:00 PM) CLEAN UP (2:50 PM - 3:00 PM) CLEAN UP (2:50 PM - 3:00 PM)

Glenda Palomino Page 12 of 12